Building theories: working in a microworld and writing the mathematical notebook
In the framework of a long term teaching experiment we present an Educational
approach based on the use of a dynamic geometry software and a symbolic manipulator.
Here we present the general ideas of the followed approach focusing on how meanings
can originate from phenomenological experience and evolve under the guidance of the
teacher. In particular we will focus on meanings related to the ideas of theory, axiom and
theorem.
Design patterns for recording and analysing usage of learning systems: State of art of tracking and
This document presents a state of art according to three aspects: use analysis in a wide point of view, tracking and analysing usages
and what's on Design Pattern.
The objective of this state of art is to synthetise actual works about tracking and analysing usages in order to isolate possibilities of
patterns, that's the aim of DPULSE Jeirp.
The work on the state of art has been organised as a collaborative task of the DPLUS members. A lot of papers and projects on this
topic have been studied.
Designing for Collaboration and Mutual Negotiation of Meaning – Boundary Objects in Networked Learn
This paper addresses the issue of collaborative learning and networked learning within continuing professional
development. Collaborative learning is defined as the meeting of specific differences and dependencies among
participants and practices within and across communities, afforded and constrained by the pedagogical design.
The study explores how boundary objects serve as resources to support collaborative learning as a means of
representing, learning about, and transforming knowledge. Based
Clustering Students to help Evaluate Learning
In this paper we show how clustering techniques can be applied to
student answers generated from a web-based tutoring tool. In particular we
are interested in extracting clusters of students based on the mistakes
they made using the tool, with the aim of obtaining pedagogically
relevant information and providing this feedback to the teacher. The data we used comes from the Logic-ITA, a web-based tutoring tool to practice formal proofs currently in use in the School of Information Technologies at
Progression in Multiple Representations: Supporting students' learning with multiple representations
Relating multiple representations and translating between them is important to acquire deeper knowledge about a domain. To relate representations, learners have to mentally search for similarities and differences. To translate between representations, learners need to interpret the effects that changes in one representation have on corresponding representations. The question is how presenting representations may improve or hinder the processes of relation and translation. In this study we examin
The role of roles in the analysis of interactions in collaborative environments
Analysis of interactions has become a basic function in the field of collaborative learning, as a means for supporting both students' self-regulation as well as formative evaluation processes. However, we observe a lack of methods and tools for the analysis of interactions in CSCL that considerer the different roles implied in collaboration management processes, both from the point of view of the actors that take part in a typical CSCL scenario:
teachers, students or the system
Applying Competence Structures for Peer Tutor Recommendations in CSCL Environments.
Competence structures of the content and competence modelling of the learners provide well-suitable means for finding appropriate peer tutors in CSCL based on asynchronous messaging and annotations. Various criteria for the appropriateness of potential peer tutors can be discussed. An internet-based system used as a large scale Web experiment can then also deliver data for evaluating such criteria.
SALL: Specifying a system to Support Academics' Lifelong Learning
This project focuses on the specification of a system to support academics during the
lifelong learning process. The initial data collection involved conducting interviews and a
survey amongst academics from several disciplines. The collected data was combined
with learning theories to reveal the ways in which technology could support academics.
Subsequently, the needs that would be addressed by the proposed system were
considered. Accordingly, the guided metaphor of the system was decided to be
Using computers to learn logic: undergraduates' experiences
Learning formal logic can be difficult for many students. This paper describes some ongoing research into a computer program designed to help computer science undergraduates learn the natural deduction style of formal reasoning. Data collection methods included observation and videotaping of workshops, interviews, written tests, surveys, and logging of program usage. The paper focuses on students' experiences using the program to assist proof construction. It was found that videotaping students
Group Reflection Tools for Virtual Expert Community - REFLEX Project
The aim of this project is to improve work quality, creativity and performance in various professional communities of knowledge-intensive companies by integrating teamwork and learning in collectively designed information spaces. This project will provide a pedagogical model for building and sharing expert knowledge within physically distributed teams that have a need to collaborate and co-ordinate information. The project will utilize latest information and communication technologies in develop
Teaching proof in a dynamic geometry environment: what mediation?
This paper aims to discuss two issues. First we intend to analyse if and how dynamic geometry software prove to be a communication space for students and how they support students towards proving. Second, we reflect about the use of video-tapes as source of information both for Mathematics Education research and for the teaching practice. In particular we approach the question: how do video-tapes help in the construction of a shared experience in the classroom?
Problem-solving and Web resources at tertiary level
We organised two experimental teaching designs involving web resources in two different French universities. In this paper, we describe these experiments and analyse the students' behaviours. Our aim is to observe whether the use of specific online resources favours the development of problem-solving activities.
Students' and teachers' perceptions of motivation and learning through the use in schools of multime
This article is the result of interviews with teachers, students, and school librarians in eight UK secondary schools regarding their use of multimedia encyclopaedias on CD-ROM. It focuses on a content analysis of their comments on how having access to multimedia encyclopaedias changes the way students work and learn in school, how they perceive it enhances their learning, and how it hinders it. Teachers reported that they used multimedia encyclopaedias as an additional information resource, or
A comparison of preferred learning styles, approaches and methods between information science and co
In recent years the two disciplines of Information and Library Studies and Computing Science have drawn closer together to the extent that now there are several Universities where they are combined in a single school of Information and Computing Science or Informatics. Currently, a single Higher Education Academy Subject Centre serves the two disciplines. However, there are marked differences between the disciplines observable immediately in the gender balance of their respective undergraduate c
The impact of problem order: Sequencing problems as a strategy for improving one's performance
Two experiments investigated the impact of problem order and problem sequencing on performance. In experiment 1 subjects were either presented with a suitable or an unsuitable presentation sequence where they were free to deviate from. Presentation sequence had an impact on performance and rearranging problems improved performance for high priorknowledge subjects whereas low prior-knowledge subjects' performance deteriorated. Experiment 2 yielded evidence that effects of problem sequence have to
ToonTalk in Kindergartens: Field Notes
The emergence of a fully graphical, animated programming language, such as ToonTalk, prompted the question: is computer programming a viable educational activity with kindergarten-aged children? Since May 2000, we have been conducting ToonTalk sessions with 3- to 5-year old children, trying to determine what approaches are more successful, what activities are viable, what issues may arise in the process. From November 2001 to February 2002, the sessions took place regularly in a normal kindergar
New Types of Careers in the Knowledge Economy ? Networks and boundaryless jobs as a career strategy
Over the last few decades, many countries have found themselves in a context characterized by the spread of the knowledge-based economy (OECD, 1996; Foray and Lundvall, 1995; Soete, 1996; Storper, 1995). The Knowledge Economy implies a farreaching transformation of the labour market, particularly in terms of job mobility and career development (Christensen, 1989). In this context, careers are increasingly fragmented, and people are more mobile in the labour market, with social networks playing a
A Plug-In Architecture for Graph Based Collaborative Modeling Systems
This paper presents ongoing work on a graphical modeling and discussion support system. One of the properties of the presented approach is that it tries to implement a "collaborative mind tool" approach, bridging the gap between a communication means and a system with AI functionality. The paper also points out the XML based plug-in mechanism of the system and illustrates it by several categorized examples.
ICT-onderwijsmonitor studiejaar 2002/2003: Strategische keuzen bij ICT-innovatie van het Hoger onder
In het najaar van 2002 heeft het ministerie van Onderwijs, Cultuur en Wetenschap opdracht gegeven aan Research voor Beleid en het SCO-Kohnstamm Instituut voor het uitvoeren van een ict-monitor hoger onderwijs. Doel van de ict-monitor is het verschaffen van een integraal beeld van de toepassing van ict voor onderwijsdoeleinden in het Nederlandse hoger onderwijs. Als eerste studie binnen de ict-monitor hoger onderwijs is een reviewstudie naar Nederlandse praktijkvoorbeelden uitgevoerd (Schoonenboo
Framework for integrated learning
In this paper we outline the instructional approach of scripting CSCL. Scripts are didactic scenarios that structure collaborative learning activities in a number of phases. The scripts may define for each phase what task the students have to perform, the composition of the group, the way the task is distributed, the mode of interaction, and the timing of the phase. CSCL scripts can be further differentiated with regard to the design dimensions granularity, degree of coercion, locus of control,
